The purpose of this study is to suggest effective online pedagogical strategies for a fashion design CAD course to enhance student learning and satisfaction. The study investigated student experience of online learning and compared online learning with a face-to-face learning experience. Student concentration, participation, perceptions of effectiveness of teaching, utilization of learning materials, and satisfaction were analyzed using a 5-point Likert scale. Advantages and disadvantages of online learning as well as advantages of face-to-face learning were also analyzed both quantitatively and qualitatively. Student concentration, participation, and perception of effectiveness of teaching were greater for face-to-face learning with significantly higher concentration on individual practice. Students utilized video recording of synchronous online lectures more actively than PDF lecture notes. The advantages of face-to-face learning were plentiful communication and feedback and easy questioning process as well as high levels of understanding and concentration. Meanwhile, major disadvantages of online learning were the speed of the lecture, lower levels of understanding and concentration, limited peer interaction, and technical problems. Major advantages of online learning were flexibility and convenience, repetitive learning through videos, and instant communication and feedback. Students preferred a blended learning approach for the fashion design CAD course. For effective online learning, it is suggested that instructors frequently question and check student practice through screen share in a private online meeting room and engage activities that are demanding of student interaction. The video recording of synchronous online lectures is also suggested as a supplemental learning material for repetitive learning.

Abstract
I. Introduction
Ⅱ. Review of Literature
    1. Online learning in design education
    2. Blended learning in design education
Ⅲ. Research Method
    1. Subjects and course outline
    2. Instrument and data analysis
Ⅳ. Results and Discussion
    1. Subject characteristics and technical background
    2. Evaluation of online learning in online and blended learning group
    3.Comparison of online and face-to-face learning in blended learning􀀎 group
    4. Advantages and disadvantages of online learning
    5. Preferred learning mode and lecture type
Ⅴ. Conclusion
References

• 권상희(전주대학교 패션산업학과 조교수) | Sang-Hee Kwon (Assistant Professor, Dept. of Fashion Business, Jeonju University, Korea) Corresponding author